Lesson One

Lesson Subject & Domain: Lesson 1 Alligators and Crocodiles

Authentic materials and/or equipment:

Book: Alligators and Crocodiles by Laura Marsh

Photo of Alligator and Crocodile

Screenshot of book page alligator diagram

Individual whiteboards

Differentiated Instruction

This lesson follows Differentiated Instruction

Technology: Class is held on Zoom. The story video used is from Epic books and the

teacher will be recorded over signing the book in ASL. The students will complete the

post-assessment 1.1 on Seesaw.

Bilingual Methodology: Free Translation is used while reading aloud. The teacher will

expand on each page of the book in Alligators and Crocodiles ASL including definitions and

descriptions of the pictures on each page. Free translation is used because the exact words

on the page are not important. The purpose of this lesson is to introduce new concepts

about alligators and crocodiles and emphasize specific vocabulary in ASL and English.
 Lesson Two

Lesson Subject & Domain: Lesson 2 Alligators and Crocodiles

Authentic materials and/or equipment:

Book: Alligators and Crocodiles by Laura Marsh

Photo of Alligator and Crocodile

Screenshot of book page alligator diagram

Individual whiteboards

Differentiated Instruction

This lesson follows Differentiated Instruction. Modified objects were designed for select

students: those students are listed in the assessments. Each group needs a varying level of

support from the teacher.

Technology: Class is held on zoom. The story video used is from Epic books, and the

teacher will be recorded over signing the book in ASL. The students will complete the

post-assessment 1.1 on Seesaw.

Bilingual Methodology: Chaining is used in this lesson to build connections between

concept, English print, and ASL. Images and fingerspelling are used to bridge the concept in

both languages. During reading, chaining is used to clarify new vocabulary and connect to

what we already know. Using my whiteboard, I write out new vocabulary. I fingerspell and

students copy, then we add the sign. I also draw pictures on my whiteboard and use photos

from the book and the internet to give students a full understanding of each new concept.
 Lesson Three

Lesson Subject & Domain: Lesson 3 Alligators and Crocodiles

Authentic materials and/or equipment:
Live Streams: Gator Crossing Georgia Aquarium
Can, Are, Have Graphic Organizer
Alligators and Crocodiles by Laura Marsh

Differentiated Instruction
This lesson follows Differentiated Instruction. Modified objects were designed for select
students: those students are listed in the assessments. Each group needs a varying level of
support from the teacher.

Technology: Class is held on Zoom. The story video used is from Epic books and the
teacher will be recorded over signing the book in ASL. The students will complete the
post-assessment 1.3 or 1.3A on Seesaw. A live webcam feed will be used. A graphic
organizer will also be used and the annotate feature on Zoom will be used to add to it.

Bilingual Methodology: Preview, View, Review. PVR was used in this lesson to continue
supporting the students in drawing connections between concepts, ASL, and English. The
lesson is previewed in ASL reviewing what we learned yesterday. Sign was used to
introduce and explain our “field trip” observation activity. During observation, students used
drawings to record what they saw. Students shared their drawings and observations with
their peers through ASL. During the main activity “view” we read a book in English print.
Throughout the book, I reinforced concepts with ASL signs and fingerspelling. To review,
students shared what they learned from the book in ASL and I added it to our Can, Our,
Have chart in written English. When all suggestions were added students reviewed the signs
for each vocabulary word on the chart. ASL was used to wrap up the lesson. As homework
students were asked to use writing to show what facts they remembered from the lesson.
 Lesson Four

Lesson Subject & Domain: Lesson 4 Alligators and Crocodiles

Authentic materials and/or equipment:
Video: Alligators VS. Crocodiles
Whiteboards
Completed Can, Are, Have organizer from yesterday's activity
Visual Glossary

Differentiated Instruction
This lesson follows Differentiated Instruction. Modified objects were designed for select
students: those students are listed in the assessments. Each group needs a varying level of
support from the teacher.

Technology: Class is held on Zoom. The story video used is from Tiny Tap activities and
the teacher will be recorded over signing the book in ASL. The students will complete the
post-assessment 1.4 or 1.4A on Seesaw. A graphic organizer will also be used and the
annotate feature on Zoom will be used to add to it.

Bilingual Methodology: Language Separation was used in this lesson. The focus was on
students’ ability to read a text and produce a sentence in written English about the
information they read. A short introduction was done in ASL to check in with students then
introduce the agenda. The main activity was English-focused and the student's task was to
write in English. The lesson was wrapped up in ASL. Students were asked to produce a
sentence about alligators or crocodiles in written English. English grammatical conventions
were emphasized. Students were expected to write a sentence with a subject and
description, as well as include a capital at the beginning of the sentence and punctuation.
Students were evaluated on English grammar in the post-assessment.